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ERIC Number: EJ1080597
Record Type: Journal
Publication Date: 2015
Pages: 14
Abstractor: As Provided
Reference Count: 41
ISBN: N/A
ISSN: ISSN-1937-6928
Integration of Academic and Behavioral MTSS at the District Level Using Implementation Science
Freeman, Rachel; Miller, Dawn; Newcomer, Lori
Learning Disabilities: A Contemporary Journal, v13 n1 p59-72 2015
The evolution of multi-tier systems of support (MTSS) for both academics and behavior has reflected the diverse interests of those leading implementation efforts, the influence of various state and local regulatory requirements, and differing funding methods and priorities. These variations have naturally led to many different pathways for implementing MTSS. Although the role of the district in MTSS has varied, many leaders in the field of education consider district leadership and involvement an essential component for successful MTSS implementation. District leadership in MTSS is used to provide schools with political and administrative support, training and technical assistance, layered in-service curricula, data-based decision making systems for ongoing evaluation, and access to interagency relationships for supporting student health and wellbeing. This article addresses the key district mechanisms that are used to integrate academic and behavioral interventions as school personnel learn new strategies for improving outcomes for students.
Learning Disabilities Worldwide, Inc. P.O. Box 142, Weston, MA 02493. Tel: 781-890-5399; Fax: 781-890-0555; Web site: http://www.ldam.org
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: National Institute on Disability and Rehabilitation Research (ED/OSERS)
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Dynamic Indicators of Basic Early Literacy Skills (DIBELS)
Grant or Contract Numbers: H133B130006